Multidisciplinarni pristup kreiranju prostora vrtića kao pretpostavka kvalitetnog odgojno-obrazovnog procesa

The quality of education process in an early childhood education institution can be defined by several factors, including the creation of spatial environment. It has a significant impact on the children’s learning and education perspectives, as well as on the possibilities of children engaging in various social interactions. The affirmation of the multidisciplinary approach in the process of designing spatial environment of an early childhood education institution requires networking and cooperation among experts in the fields of pedagogy and architecture. Teachers, educators, architects, designers, landscape architects and other profiles of experts invest a joint effort in the process of developing, shaping, and designing the facility of an early childhood education institution and its spatial features. Including the educational ideas into the architectural design of an early childhood education institution enables prevention and/or overcoming of the barriers that have a negative effect on the quality of the process of education. Sensitizing the architects to a better understanding of the child’s perspective and the complex process of children’s education has a particularly important role in this process. It enables us to design spatial conditions that reflect the contemporary understanding of the child and the time spent in early childhood education institutions in which free choice, activities, exploration, discovery, movement and initiative of the children, and self-organization of their activities take the central position. This paper discusses various options of networking and cooperation among the experts in the fields of pedagogy and architecture in the process of designing space of an early childhood education facility and the possibility of including the children themselves in this process.Kvalitetu odgojno-obrazovnog procesa u vrtiću određuje nekoliko čimbenika, među kojima i kreiranje prostornog okruženja. Ono znatno utječe na perspektivu učenja i odgoja djeteta, kao i na mogućnosti stupanja djeteta u različite socijalne interakcije. Afirmacija multidisciplinarnog pristupa u procesu kreiranja prostornog okruženja vrtića iziskuje povezivanje i suradnju stručnjaka pedagoške i arhitektonske struke. Odgajatelj, pedagog, arhitekt, dizajner, krajobrazni arhitekt i drugi stručnjaci pristupaju zajedničkom osmišljavanjanju, oblikovanju i projektiranju građevine i njezine prostorne značajke. Oživljavanje pedagoških ideja u arhitektonskoj izvedbi prostora vrtića omogućuje preveniranje i nadvladavanje barijera koje djeluju nepovoljno na kvalitetu odgojno-obrazovnog procesa. Senzibiliziranje stručnjaka arhitektonske struke za bolje razumijevanje perspektive djeteta, kao i složenog procesa njegova odgoja i učenja, u tom procesu ima posebno važnu ulogu. Ono omogućuje dizajniranje prostornih uvjeta koji odražavaju suvremeno shvaćanje djeteta i institucijskog djetinjstva, u čijem su središtu slobodan izbor, aktivnost, istraživanje, otkrivanje, kretanje, inicijativa djeteta i samoorganizacija njegovih aktivnosti. U radu se raspravlja o različitim mogućnostima povezivanja i suradnje stručnjaka pedagoškog i arhitektonskog profila u procesu oblikovanja prostora vrtića i mogućnosima uključivanja djeteta u taj proces